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Information for Schools and Teachers
Support for the Music Curriculum in Schools
Instrumental and Vocal Tuition in Schools
Teaching Music in Croydon Download a copy of the SoundStart Handbook for schools here, and also copies of draft letters for giving parents and carers initial information, and information about instrument hire and further opportunities. |
SoundStart
The Croydon SoundStart programme is now well established. It was designed in response to the challenge presented by the government ‘wider opportunities’ pledge that all pupils should have the opportunity to learn a musical instrument while at primary school.
It was chosen by the DfES to be part of an evaluation of wider opportunities pilots, featuring in the Ofsted report and DVD ‘Tuning In’, and was the case study for music in the DfES document, ‘Enjoyment and Excellence, a strategy for Primary Schools’. One of the models in ‘Bringing Instruments into the classroom’, a set of supporting materials developed by the Qualifications and Curriculum Authority as a supplement to their scheme of work for music, was based on SoundStart. In partnership with Korg UK, the makers of Jupiter instruments, SoundStart is being used in many other authorities throughout England, Scotland and Northern Ireland.
SoundStart offers whole classes (up to 30 pupils) the opportunity to learn together for a year. There are three main programmes using combinations of instruments – Strings for Year 3, Keyboard and Guitar for Year 4 and Wind (including percussion) for Year 5. It is also possible to have programmes for smaller groupings such as just brass, or single instruments, including recorder. A flexible programme for Key Stage 3 is also available.
The group is taught by a team of teachers from the Croydon Music Service and a member of the school staff, often the music coordinator. The lesson takes place for one hour a week, during curriculum time, with a follow up practice session / support taken by the school member of staff. In addition to instrumental skills, singing and other general music skills are included so that SoundStart delivers the national curriculum for music for those pupils for the year. These activities are taken from the Croydon Curriculum Music Project
Content The course starts with initial demonstrations / workshops to the whole year group where pupils are given the opportunity to hear and try the instruments. Selection criteria for the 30 children to take part and which instrument to play includes pupil choice / desire to learn, parental (or extra school) support, and suitability. Suitability can include practical considerations such as are arms long enough for the trombone and educational considerations such as a pupil who finds other forms of learning difficult who would particularly benefit from the programme.
Units of work and sample lesson plans for the year have been developed, aiming to integrate the development of instrument specific skills with general music skills. The large range of activities means pupils who may, for example, find the technical skills difficult can shine in other areas such as singing or improvising / composing. No pupil has ‘dropped out’ through not wanting to continue.
Performances and demonstrations to parents, the school and further afield are an integral part of the course. These are a motivational factor for the pupils and, as with the initial workshops / demonstrations, provide a musical input to others in the school. Seeing those taking part in SoundStart can encourage others to take up instrumental / vocal lessons.
At the end of the year, pupils are offered small group tuition by specialist CMS staff. The course encourages knowledge of other related instruments, so that pupils may have the opportunity to change at an appropriate stage. For example, pupils may change from keyboard to piano, violin to viola, clarinet to oboe or recorder to an orchestral instrument.
Pupils are encouraged to continue their ensemble development in CMS ensembles as well as in school groups.
Funding A government grant can be accessed to support this work, including tuition costs and the purchase of instruments. Schools also have the option of making an instrument hire charge to parents/carers. The full cost for SoundStart is much less than that of traditional small group or individual tuition.
Staff Development Professional development is a key factor of SoundStart. Team teaching is particularly effective in providing new music service staff with induction training to develop skills in instilling correct posture and learning habits, to be able to teach groups effectively, to be able to integrate musical and instrumental skills, and to use a rich variety of musical styles.
School staff who take part in the programme learn new skills. Depending on their current level of expertise, this can range from confidence to teach music in class to the ability to develop and rehearse extra curricular instrumental groups.
Training in the delivery of SoundStart is being cascaded to other staff to enable it to be rolled out more widely.
Outcomes The musical outcomes of the programme are that pupils have received a secure foundation to instrumental learning, and have enjoyed the course. Although not able to play as technically demanding music as would normally be the case after a year, extra motivation is evident through the peer support and ensemble and wider musical activities and skills developed. Continuing pupils have shown it is possible to make rapid progress in playing skills after the year.
Schools have reported impressive outcomes in the development of children’s self discipline and ability to learn. SoundStart has been used as part of their strategy for school improvement, providing a richer environment for pupils, increasing pupil motivation, concentration and learning skills, and benefitting attainment in other areas of the curriculum. This is especially true of schools in deprived areas of the authority which have historically had little take up of instrumental lessons.
Strategy for Schools SoundStart can be a key part in a school’s strategy for music and being able to offer all children the opportunity of learning a musical instrument. A possible pattern could be two or three SoundStart programmes in a school. For example, a two form entry school has decided to have a Band SoundStart for half their Year 5 pupils and a Recorder SoundStart for the others. Another pattern might involve different SoundStart programmes in different year groups to give everyone the opportunity of learning a musical instrument.
Continuing pupils can be taught by teachers on the programme directly before or after SoundStart helping to make teaching visits to schools a viable length. Although primarily designed for Key Stage 2, secondary schools may purchase SoundStart for Key Stage 3. Schools are invited to contact CMS for a discussion about how SoundStart can help their strategy for instrumental and classroom music. |
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